English Language Arts. Writing/Fila mentality, Phonemic Awareness, Phonics, Vocabulary and Multimedia
GLCEs/ HSCE:
R.WS.00.01 demonstrates phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. R.WS.00.02 recognize that words are composed of sounds blended together and carry meaning
METS-S/NETS-T
1. Design and develop digital age learning 2. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
Essential Questions:
Do you know what a rhyme is?
Are "cat" and "hat" rhyming words?
Do you hear the same ending or beginning sounds?
Objectives:
•Students will learn to recognize sets of rhyming words in songs, speech, and poetry by coloring the word that rhymes.
•Students will indicate rhyme recognition by responding with a physical movement
•Students will be able to make up their own rhyming words by writing.
Tools and Resources:
Tools:Green eggs and ham by Dr. Seuss Optional resources: Internet resources, youtube.com Green eggs and ham video, worksheets, rhyming dictionary.
Rationale:
Students need to know how to identify words that rhyme, or have the same ending sound. They need to develop rhyme awareness, because it is important to maximize their exposure to rhyme through experiences in listening to rhyme, singing and reciting rhyme, discovering and responding to rhyme, and creating rhyme through playful and age-appropriate activities.
Sequence of Activities:
Anticipatory Questions/Activity:
Teacher will say words that rhyme and ask students how they are related phonetically and visually. Also teacher will ask questions to identify prior knowledge, background and vocabulary knowledge. Teacher will ask, “Can you think of words that sound the same?” Can you think of a word that rhymes with “cat’? My prediction is that they will say “hat” since it has been already mentioned as an essential question. Teacher will read aloud Green eggsa nd ham by Dr. Seuss and ask students to connect words that sound the same. Teacher will also show pictures in book.
Body of Lesson Plan: Segment #1
(Artifact: link to real world, website, book, picture, etc.)
1. Begin the lesson by informing students that we are going to be learning to find and create rhyming words. 2.First model how to recognize rhyming words: Today we are going to learn about rhyming words. Words that have similar sounds are called rhymes
3. I will introduce rhyme words and provide examples. “ cat, bat”, “dog, frog”, “bee, tree” do you hear the rhyming? My prediction is that students will say ‘Yes”.
4. I will ask students to pay attention for words in the story that sound the same in the story and clap or show thumbs up when they think they have two words that rhyme.
5. Teacher will read Green eggs and ham by Dr. Seuss and will emphasized and read slower on rhyming words.
Segment #2
(Factual information/Vocab
Includes sample feedback loop)
1.Next introduce the book. "Now we are going to read a book called Green Eggs and Ham by Dr. Seuss and find the rhyming words". 2.I will begin reading and I want you all to follow along in your books. When students feel comfortable, we should read along with me. 3. We will read through this a few times before we begin find rhymes. 4. Read Green Eggs and Ham a few times until the students can join in reading the story together. They will need a good feel for the rhythm and rhyme of this book. 5. Discuss the events that occurred in the book. Afterwards ask questions about the book such as: “What was Sam doing… or not doing?”
1.Next have students find the rhyming words in the story. Did anyone notice how most of the words in the story sounded the same? Those are called rhyming words. 2. I will ask students to look back at the book and find the rhyming words. I will write them on the board. Teacher should have a chart or board to write the rhyming words so that the class can see them. 3. After all or most of the rhyming words have been identified, review the words with the class and point out why the words rhyme.
1. After reading and reviewing, teacher will read aloud the words on the board. “night, sight”, “mean, clean”, “out, shout”
4. Teacher will ask students to turn to a partner and say repeat the words or tell some other ones that they know and rhyme.
5. Students will go to their tables and work on a worksheet from an internet resource
6. Students will play an activity at their table with rhyming cards and match ending sounds.
Segment #4
(Detailed directions on how to complete activity)
1. Begin with Anticipatory questions
2. I will introduce book and video from Youtube mentioned above.
3. Students will hava an opportunity to share rhyming words they heard during reading with a partner and write them down.
4. Once students have a grasp the concept of rhyming, they will end up the lesson with a worksheet activity shown below.
Phonics Awareness
Name:_Melissa Moreno
2. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
Are "cat" and "hat" rhyming words?
Do you hear the same ending or beginning sounds?
•Students will indicate rhyme recognition by responding with a physical movement
•Students will be able to make up their own rhyming words by writing.
Optional resources: Internet resources, youtube.com Green eggs and ham video, worksheets, rhyming dictionary.
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
2.First model how to recognize rhyming words: Today we are going to learn about rhyming words. Words that have similar sounds are called rhymes
3. I will introduce rhyme words and provide examples. “ cat, bat”, “dog, frog”, “bee, tree” do you hear the rhyming? My prediction is that students will say ‘Yes”.
4. I will ask students to pay attention for words in the story that sound the same in the story and clap or show thumbs up when they think they have two words that rhyme.
5. Teacher will read Green eggs and ham by Dr. Seuss and will emphasized and read slower on rhyming words.
(Factual information/Vocab
Includes sample feedback loop)
2.I will begin reading and I want you all to follow along in your books. When students feel comfortable, we should read along with me. 3. We will read through this a few times before we begin find rhymes.
4. Read Green Eggs and Ham a few times until the students can join in reading the story together. They will need a good feel for the rhythm and rhyme of this book.
5. Discuss the events that occurred in the book. Afterwards ask questions about the book such as: “What was Sam doing… or not doing?”
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
2. I will ask students to look back at the book and find the rhyming words. I will write them on the board. Teacher should have a chart or board to write the rhyming words so that the class can see them.
3. After all or most of the rhyming words have been identified, review the words with the class and point out why the words rhyme.
1. After reading and reviewing, teacher will read aloud the words on the board. “night, sight”, “mean, clean”, “out, shout”
4. Teacher will ask students to turn to a partner and say repeat the words or tell some other ones that they know and rhyme.
5. Students will go to their tables and work on a worksheet from an internet resource
6. Students will play an activity at their table with rhyming cards and match ending sounds.
(Detailed directions on how to complete activity)
2. I will introduce book and video from Youtube mentioned above.
3. Students will hava an opportunity to share rhyming words they heard during reading with a partner and write them down.
4. Once students have a grasp the concept of rhyming, they will end up the lesson with a worksheet activity shown below.
I did my best
I needed a little help
I needed lots of help from the teacher